AI펭톡 활용 수업이 초등학생 영어 발음 능력 향상과 정의적 영역에 미치는 효과
Effects of AI PengTalk classes on improvement of English pronunciation abilities and affective factors of elementary students
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The aim of this study was to investigate effects of English classes using AI PengTalk on English pronunciation ability of elementary students and affective factors of English pronunciation. Forty-two participants (5th graders) were divided into experimental (n = 21) and control (n = 21) groups. Their pronunciation scores of pre-and post-pronunciation tests focusing on evaluating segmentals, intonation, stress and rhythm, and speech rate were quantitatively analyzed. Data from a questionnaire about affective factors of English pronunciation including a journal writing were quantitatively and qualitatively analyzed. Findings of this study indicated that: 1) there were statistically significant differences in English pronunciation abilities between the two groups, 2) there were also statistically significant differences in affective factors such as self-confidence, interests, and attitudes, and 3) students indicated in their responses to open-ended questions and their selfevaluation journal that AI PengTalk classes helped them speak English well and enhanced their self-confidence, interests, and positive attitudes in their pronunciation. These results suggest that AI PengTalk need to be actively used in schools as a good tool for developing students’ English pronunciation abilities and that primary school teachers should focus on their pronunciation teaching for promoting students’ self-confidence, interests, and attitudes towards pronunciation learning.
Abstract
The aim of this study was to investigate effects of English classes using AI PengTalk on English pronunciation ability of elementary students and affective factors of English pronunciation. Forty-two participants (5th graders) were divided into experimental (n = 21) and control (n = 21) groups. Their pronunciation scores of pre-and post-pronunciation tests focusing on evaluating segmentals, intonation, stress and rhythm, and speech rate were quantitatively analyzed. Data from a questionnaire about affective factors of English pronunciation including a journal writing were quantitatively and qualitatively analyzed. Findings of this study indicated that: 1) there were statistically significant differences in English pronunciation abilities between the two groups, 2) there were also statistically significant differences in affective factors such as self-confidence, interests, and attitudes, and 3) students indicated in their responses to open-ended questions and their selfevaluation journal that AI PengTalk classes helped them speak English well and enhanced their self-confidence, interests, and positive attitudes in their pronunciation. These results suggest that AI PengTalk need to be actively used in schools as a good tool for developing students’ English pronunciation abilities and that primary school teachers should focus on their pronunciation teaching for promoting students’ self-confidence, interests, and attitudes towards pronunciation learning.
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